NEW MILFORD PUBLIC SCHOOLS - PC\|MACimages.pcmac.org/Uploads/NewMilfordPS/NewMilfordPS/... · o...

$: NEW MILFORD PUBLIC SCHOOLS - PC\|MACimages.pcmac.org/Uploads/NewMilfordPS/NewMilfordPS/... · o short answer o problem solving Suggested Resources Modern Chemistry by Holt, Rinehart$
BOE Approved 4/18/2017

NEW MILFORD PUBLIC SCHOOLS

New Milford, Connecticut

College Prep Chemistry

June 2016


New Milford Board of Education

David Lawson, Chairperson Bill Dahl, Vice Chairperson

Wendy Faulenbach, Secretary Tammy McInerney, Assistant Secretary

Angelia Chastain Robert Coppola David Littlefield Brian McCauley

J.T. Schemm

Superintendent of Schools Mr. Joshua Smith

Acting Assistant Superintendent Dr. Genie Slone

Author of Course Guide

Virginia Landgrebe Kristen Stolle

Catherine Gardner


New Milford Public Schools

Mission Statement

The mission of the New Milford Public Schools, a collaborative partnership of students,

educators, family and community, is to prepare each and every student to compete and

excel in an ever-changing world, embrace challenges with vigor, respect and appreciate

the worth of every human being, and contribute to society by providing effective

instruction and dynamic curriculum, offering a wide range of valuable experiences, and

inspiring students to pursue their dreams and aspirations.


Course Overview College Prep Chemistry

College Prep Chemistry is an introductory chemistry course designed to challenge the

college-bound student. Major areas of study include the structure and properties of

matter, chemical behavior, and energy relationships. There is a strong emphasis on

science process, quantitative and qualitative laboratory skills. Students in College Prep

Chemistry must have solid math skills, the ability to read independently, and the

motivation to consistently complete regular homework problems in order to succeed in

the course.


Pacing Guide

Unit # Title Weeks Pages 1 Properties of Matter 5 6 - 8 2 Atomic & Electron Structure 5 8 - 11 3 The Periodic Table 4 11 - 13 4 Chemical Bonding 5 13 - 16 5 Chemical Reactions 5 16 - 19 6 The Mole Concept 4 19 - 21 7 Stoichiometry 4 21 - 23 8 The Gas Laws 3 24 - 26


New Milford Public Schools College Prep Chemistry Curriculum

Committee Member(s): Virginia Landgrebe Kristen Stolle Catherine Gardner

Unit 1: Properties of Matter

Course/Subject: College Prep Chemistry Grade Level: 11-12 # of Weeks: 5

Identify Desired Results Next Generation Science Standards & Common Core Standards

● HS-PS1-3. Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles.

● RST.3 Follow precisely a complex multi-step procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.

● RST.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context.

● RST.5 Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.

● WHST.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.

● WHST 7. Conduct short as well as more sustained research projects to answer a question or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

Enduring Understandings

Generalizations of desired understanding via essential questions

(Students will understand that …)

Essential Questions Inquiry used to explore generalizations

● Matter has properties related to its structure that can be measured and used to identify, classify and describe substances or objects.

● Matter, on all levels, has predictable properties that can be related to structures of the elements that make up that matter.

● What is matter and how is it classified?

● How can one explain the structure, properties and interactions of matter?

Expected Performances What students should know and be able to do

Students will know the following:


● The relationship between states of matter and their energy and their particle arrangement

● The forces and energy changes involved in changes of states of matter. ● Distinguish between physical and chemical properties and use them to identify

and describe physical and chemical changes. ● Energy is transferred during a physical and chemical change. ● The relationship between accuracy and precision in measurements

Students will be able to do the following:

● Use models to describe the characteristics of the three common states of matter. ● Classify matter as a mixture (homogeneous or homogeneous) or pure substance

(element or compound) ● Identify examples of non-matter ● Distinguish between solutions, suspensions, and colloids. ● Select appropriate separation techniques based on the physical properties of the

components in the mixture. ● Identify and use SI units in measurements and calculations (base units and

derived units)

Character Attributes ● Respect ● Cooperation

Technology Competencies

● Using online applets

Develop Teaching and Learning Plan Teaching Strategies:

● Phenomenon: Fractional distillation ● Power point presentations with

embedded practice problems ● Modeling of concepts ● Class Discussions ● Graphic Organizer (Flow Chart) of

Matter Concepts ● Gradual Release Model for guided

practice ● Density Demos

Learning Activities: ● Define vocabulary terms ● Practice and Reinforcement Worksheets ● Lab Safety Contract ● What Not to Do Lab Safety Worksheet ● Lab Safety Quiz ● Classification of Matter POGIL Activity using models ● Lab: Introduction to Measurement ● Lab: Separation of a Mixture ● Elements, Compounds, and Mixtures Activity ● Density Lab ● Modern Marvels: Measure It Video


Assessments Performance Task(s)

Authentic application to evaluate student achievement of desired results designed according to GRASPS

(one per marking period)

Other Evidence Application that is functional in a classroom context to

evaluate student achievement of desired results

Goal: Separation of a Mixture into its components for a Role: Scientist Audience: a municipality Situation: A town needs a way to separate its solid waste stream Product or Performance: Lab report and 3 separated components Standards for Success: See Rubric

● Formative assessments include o white boarding o exit tickets o quizzes o homework o labs o activities

● Summative assessment includes various question types including

o multiple choice o classification o relationship analysis o matching o fill-in-the-blank o short answer o problem solving

Suggested Resources

● Modern Chemistry by Holt, Rinehart and Winston1999 ● pHet Simulation: Density https://phet.colorado.edu/ ● POGIL Activities for High School Chemistry by Laura Trout 2012 ● Flinn ChemTopic Labs Volume 2 Elements, Compounds, and Mixtures by Flinn Scientific 2003 ● Modern Marvels Measure It, Season 15, Episode 40, History Channel; Dec 23, 2008. DVD ● https://www.youtube.com/watch?v=jk0WrtA8_T8 ● Shared Science Folder on the New Milford High School J:// drive


Unit 2: Atomic & Electron Structure



● HS-PS1-1. Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of

https://phet.colorado.edu/

https://www.youtube.com/watch?v=jk0WrtA8_T8


atoms. ● HS-PS4-1. Use mathematical representations to support a claim regarding

relationships among the frequency, wavelength, and speed of waves traveling in various media.

● HS-PS4-3. Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model, and that for some situations one model is more useful than the other.

● HS-PS4-4. Evaluate the validity and reliability of claims in published materials of the effects that different frequencies of electromagnetic radiation have when absorbed by matter.






Enduring Understandings Generalizations of desired understanding via

essential questions (Students will understand that …)



● The atomic structures of materials determine their properties.

● How can one explain the structure, properties, and interactions of matter?

● What are the characteristic properties and behavior of waves?


Students will know the following: ● The three laws that support the existence of atoms. ● The five principles of John Dalton’s atomic theory. ● The contribution that Thomson and Rutherford made to the development of the

atomic theory. ● How Bohr’s model differed from its predecessors. ● The mass, charge, and location of the proton, neutron, and electron. ● Isotopes are atoms of the same element with varying numbers of neutrons. ● The wavelength of light emitted by an atom provides information about electron

energy levels.


● The significance of the four quantum numbers. Students will be able to do the following:

● Describe atoms of different elements in terms of their number of protons, electrons, and neutrons.

● Determine the number of subatomic particles in an isotope. ● Write electron configurations for an atom or ion using the Pauli Exclusion

Principle, Hund’s Rule, and the Aufbau Principle. ● Calculate the average atomic mass of an element given the atomic mass and

percent abundance of each isotope. ● Calculate wavelength and frequency of electromagnetic waves and energy.

Character Attributes

● Responsibility ● Integrity


● Using Online applets ● Using Discharge tubes


● Phenomenon: Northern Lights ● Power point presentations with

embedded practice problems ● Gradual Release Model (I do, We

do, You do) ● Classroom discussion ● Rules of Electron Configuration

using the periodic table ● Practice Calculations of

Wavelength, Frequency, Speed of Light and Energy

● Gold Foil Demo ● Cathode Ray Tube Demo ● Rutherford Demo

Learning Activities: ● Define vocabulary terms ● Practice and Reinforcement Worksheets ● Think Tube Activity ● Dalton’s Playhouse for Atomic Theory ● Lab: Isotopes of Pennium ● Gas Discharge Tube lab ● Lab: Rutherford ● Lab: Flame Tests ● Lab: Visible Spectroscopy (w/ spectroscopes or rainbow glasses) ● Rutherford Scattering Video Backstage Science https://www.youtube.com/watch?v=XBqHkraf8iE ● Modern Marvels Fireworks Video ● Drawing Bohr Model Atoms Worksheet

https://www.youtube.com/watch?v=XBqHkraf8iE

https://www.youtube.com/watch?v=XBqHkraf8iE







Goal: Determine the identify of an unknown chemical compound Role: Scientist Audience: Business Situation: Use flame tests to determine the identify of unknown solutions Product or Performance: Lab report Standards for Success: See rubric




Suggested Resources

● Modern Chemistry by Holt, Rinehart and Winston1999 ● pHet Simulation: Build An Atom, Isotopes and Atomic Mass, Rutherford Scattering, and Neon Lights and Other Discharge Lamps https://phet.colorado.edu/ ● Flinn ChemTopic Labs Volume 3 Atomic and Electron Structure by Flinn Scientific 2003 ● Modern Marvels Fireworks!, Season 6, Episode 34, History Channel; Sept 6, 1999. DVD ● Shared Science Folder on the New Milford High School J:// drive


Unit 3: Periodic Table



● HS-PS1-1. Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms.

● HS-PS1-2. Construct and revise an explanation for the outcome of a simple



chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties










● The atomic structures of materials determine their properties.

● How does the arrangement of the periodic table relate to atomic structure?

● How can one explain the structure, properties and interactions of matter?

Expected Performances

What students should know and be able to do Students will know the following:

● The roles of Mendeleev and Moseley in the development of the periodic table. ● The organization of the modern periodic table according to the periodic law. ● Periodic trends in metallic properties are related to the atomic structure of the

elements. ● Periodic trends in ionization energy are related to the atomic structure of the

elements. ● Periodic trends in atomic and ionic radii are related to the atomic structure of the

elements. ● Periodic trends in electronegativity are related to the atomic structure of the

elements.

Students will be able to do the following: ● Locate the different families of main-group elements on the periodic table,

describe their characteristic properties, and relate their properties to their electron configurations.

● Use the octet rule to determine the number of valence electrons and the oxidation number of a main group element.

● Predict the reactivity of metals based on patterns in the Periodic Table


Character Attributes ● Compassion ● Cooperation


● Internet research ● Excel graphing


● Phenomenon: Alkali metals in water ● Power point presentations with


do, You do) ● Classroom discussion ● Timeline of Historical Figures in the

Development of the Periodic Table ● Graphic Organizer of the Trends in

the Periodic Table ● Jigsaw Activity of Trends in the Periodic Table ● Alkali Metal Reactivity Demo

Learning Activities: ● Define vocabulary terms ● Practice and Reinforcement

Worksheets ● Alien Periodic Table ● Lab: Mendeleev Arrangement of

Elements 1869 ● Periodicity of Elements in a Group ● Periodic Table of What? ● Cracking The Periodic Code POGIL

Activity using models ● Video Clip: Brainiac Alkali Metals






Goal: Create a Periodic Table of objects using patterns Role: Father of the Periodic Table (Mendeleev) Audience: Peers in your class Situation: Use the principle of the periodic law to design a periodic table organizing everyday objects Product or Performance: A periodic table poster containing at least 20 “elements”.



o multiple choice o classification o relationship analysis o matching o fill-in-the-blank o short answer


Standards for Success: See rubric

o problem solving

Suggested Resources ● Modern Chemistry by Holt, Rinehart and Winston1999 ● POGIL Activities for High School Chemistry by Laura Trout 2012 ● Shared Science Folder on the New Milford High School J:// drive


Unit 4: Chemical Bonding



● HS-PS1-1. Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms.

● HS-PS1-3. Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles.








● Communicating information about chemical concepts is highly dependent upon understanding the symbolism and conventions used to represent matter and information about matter

● Bonding occurs in patterns related

● What role do valence electrons play in determining the chemical properties and the type of bond formed between atoms?

● How are the symbolic representations used in the language of chemistry?


to the periodic table ● Chemical bonding in matter results

in the formation of new compounds with different properties.

● How do particles combine to form the variety of matter one observes?

● How do substances combine or change (react) to make new substances?


Students will know the following: ● The charge an ion will likely form is based on the position of the element on the

periodic table and using the octet rule. ● Why the properties of an ion are different from those of the neutral atom. ● The process of forming an ionic and covalent bond. ● Why do the properties of ionic compounds depend on the electron arrangement

between atoms? ● The names and formulas of cations, anions, and ionic compounds. ● That formulas for ionic compounds are written to show their balance of overall

charge ● Describe the change in energy and stability that takes place as a chemical bond

is formed. ● How to distinguish between nonpolar and polar covalent bonds based on

differences in electronegativity. ● The differences between single, double, and triple covalent bonds. ● Resonance structures are necessary to show how electrons are distributed in

chemical bonds in a molecule when several equivalent Lewis structures are possible

Students will be able to do the following:

● Illustrate the process of forming an ionic or covalent bond. ● Draw Lewis structures to show the arrangement of valence electrons among

atoms in molecules and polyatomic ions. ● Draw resonance structures for simple molecules. ● Name simple covalent compounds using prefixes, roots, and suffixes.

Character Attributes ● Perseverance ● Cooperation


● Online applets


● Phenomenon: Hunting the elements, sodium and chlorine

● Power point presentations with embedded practice problems

● Gradual Release Model (I do, We


Worksheets ● Ionic and Covalent Bonding POGIL

Activity using models


do, You do) ● Classroom discussion ● Demonstrate and practice the

“Criss-Cross method” to write ionic formulas

● Ionic and Covalent Naming POGIL Activity using models

● Lab: Ionic vs Covalent Compounds ● Practice with Dry Erase Boards






Goal: The assessment of online validity. The importance of understanding nomenclature to be an informed citizen. Dihydrogen Monoxide Environmental Issue Project. Role: Civilian Audience: Peers Situation: Students research DHMO Product or Performance: Write a persuasive letter with a petition to ban DHMO. Standards for Success: See Rubric



o multiple choice o classification o relationship analysis o fill-in-the-blank o short answer o problem solving

● Modern Chemistry by Holt, Rinehart and Winston1999 ● POGIL Activities for High School Chemistry by Laura Trout 2012 ● www.dhmo.org ● http://www.armory.com/~crisper/DHMO/ ● Shared Science Folder on the New Milford High School J:// drive



http://www.dhmo.org/


Unit 5: Chemical Reactions Identify Desired Results

Next Generation Science Standards & Common Core Standards ● HS-PS1-2. Construct and revise an explanation for the outcome of a simple

chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties









● Communicating information about chemical concepts is highly dependent upon understanding the symbolism and conventions used to represent matter and information about matter

● Chemical bonding in matter results in the formation of new compounds with different properties.

● Conservation of mass must be satisfied in all balanced chemical reactions.

● What are some of the chemical reactions that occur within our environment every day?

● How are the symbolic representations used in the language of chemistry?

● How does one characterize and explain reactions and make predictions about them?

● How do particles combine to form the variety of matter one observes?

● How do substances combine or change (react) to make new substances?

Expected Performances

What students should know and be able to do Students will know the following:

● In a chemical reaction atoms rearrange to form new substances ● The signs of a chemical reaction by observation. ● Interpret the meaning of symbols used in writing chemical equations. ● Know the steps in writing balanced chemical equations. ● Relate the Law of Conservation of Mass to a balanced chemical equation. ● In a combustion reaction a hydrocarbon reacts with oxygen to form carbon


dioxide and water ● In a synthesis reaction two reactants form a single product ● In a decomposition reaction a single reactant forms two or more products ● In a single replacement reaction an element replaces an element from a

compound, the activity series is used to determine if a single replacement reaction will take place

● In a double replacement reaction the ions of two compounds switch places such that two new compounds form. One of the products must be a solid, gas, or a molecular compound

● Differentiate between endothermic and exothermic reactions.

Students will be able to do the following: ● Classify reactions as belonging to one of five general types. ● Balance chemical equations ● Predict the products of a balanced chemical reaction using the general forms as

a guide. ● Predict the products of and balance single replacement reactions using the

activity series. ● Predict the products of and balance double replacement reactions using a

solubility chart. Character Attributes

● Citizenship ● Perseverance


● Online applets ● Lap Pro

Develop Teaching and Learning Plan

Teaching Strategies: ● Phenomenon: Alkali in water

balancing the equation ● Power point presentations with


do, You do) ● Classroom discussion ● Copper II chloride and Aluminum

Foil Demo


Worksheets ● The Activity Series POGIL Activity

using models ● High School Drama POGIL using

models ● Lab: Single Replacement & Activity

Series ● Lab: Double Replacement &

Solubility Table ● Lab: Reaction Types







Goal: Identify the reaction type and predict the product formed. Role: Scientist Audience: Peers in your class Situation: Students perform a variety of chemical reactions. Product or Performance: Student will write a lab report Standards for Success: See rubric




Suggested Resources

● Modern Chemistry by Holt, Rinehart and Winston1999 ● pHet Simulation: Balancing Chemical Equations https://phet.colorado.edu/ ● POGIL Activities for High School Chemistry by Laura Trout 2012 ● Shared Science Folder on the New Milford High School J:// drive


Unit 6: The Mole Concept



● HS-PS1-7. Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction.










● The mole is an essential unit when calculating the amount of a substance that will react in a chemical reaction.

● How are unit analysis and the mole concept used to solve a variety of chemical calculations?

● How do mathematical representations show the relationship between the number of moles, particle and mass in a chemical reaction?

● What is meant by the conservation of matter?


Students will know the following: ● Identify the mole as the unit used to count particles (atoms, ions, or molecules) ● One mole of any substance contains 6.02 x 1023 particles (atoms, ions, formula

units, or molecules). ● Chemical formulas can be used to calculate the percentage composition of a

compound ● The empirical formula shows the elements in the smallest whole number ratio of

atoms that are present in a compound ● The molecular formula is determined from the empirical formula and the molar

mass Students will be able to do the following:

● Determine the molar mass of a compound from its chemical formula. ● Use Avogadro’s number to convert between amount in moles and number of

particles. ● Solve problems converting between mass and amount in moles using molar

mass. ● Calculate % composition by mass and use it to compare compounds. ● Determine empirical formula and molecular formula of compounds using mass

composition data. ● Determine the molecular formula of a compound from the empirical formula and

its formula mass.



● Honesty ● Responsibility


● Internet research ● Online applets (pHet)


● Phenomenon: Mole blocks (1 mol blocks of 4 different elements)

● Power point presentations with embedded practice problems

● Gradual Release Model (I do, We do, You do)

● Classroom discussion


Worksheets ● The Mole Concept POGIL Activity

using models ● Percent Composition POGIL Activity

using models ● Lab: Percent composition bubble

gum ● Mole Day Research Project ● Lab: Flinn Mole Lab (Bob Becker) ● Practice problems






Goal: Use Avogadro’s number to carry out a cost calculation to verify a claim Role: Scientist called as an expert witness Audience: Court Judge Situation: Replicate an assignment given by Professor Carroll Zahn at Pace University. Work in groups to calculate the cost of a single aluminum atom in a roll of aluminum foil. Groups will be given the opportunity to design and perform simple laboratory experiments to obtain whatever information deemed





necessary to solve the problem. Product or Performance: Write a letter to the Judge to support or refute the student’s claim. Standards for Success: The answer should be correct to three significant figures, should be documented with a detailed unit analysis, and should be reported using scientific notation. See rubric.

Suggested Resources ● Modern Chemistry by Holt, Rinehart and Winston1999 ● POGIL Activities for High School Chemistry by Laura Trout 2012 ● Avogadro Goes to Court http://sciencecases.lib.buffalo.edu/cs/files/avogadro.pdf ● Shared Science Folder on the New Milford High School J:// drive


Unit 7: Stoichiometry



● HS-PS1-7. Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction.







● The mole is an essential unit when calculating the amount of a substance that will react in a chemical reaction.

● How does stoichiometry relate to the principle of conservation of matter?

● How do mathematical representations show the

http://sciencecases.lib.buffalo.edu/cs/files/avogadro.pdf


● Stoichiometric analysis allows for the prediction of the relative quantities of substances involved in reactions.

relationship between the number of moles, particle and mass in a chemical reaction?

● What is meant by the conservation of matter within a chemical reaction?


Students will know the following: ● Stoichiometry compares the amount of substances in a chemical reaction ● STP represents standard temperature (0°C) and pressure (1 atm). ● Stoichiometry problems involving chemical reactions can always be solved using

mole ratios from the balanced chemical equation ● The limiting reactant is the reactant that is consumed completely in a reaction. ● The theoretical yield is the amount of product that can be formed from a given

amount of limiting reactant. ● The actual yield is the amount of product collected from a real reaction.

Students will be able to do the following: ● Determine the moles of reactants or products from balanced chemical equations. ● Calculate masses of reactants or products involved in chemical reactions given

data in mass, moles, or volume of gases at STP. ● Determine the limiting reactants in chemical reactions in order to predict amounts

of products that can be formed. ● Calculate the percent yield of products.


● Integrity ● Perseverance


● LabPro


● Phenomenon: Pop Rocks ● Power point presentations with


do, You do) ● Classroom discussion ● Baking Soda and Vinegar Demo

(limiting reagent)


Worksheets ● Lab: S’mores ● Lab: Decomposition of Baking Soda ● Practice Problems







Goal: To determine the decomposition of baking soda chemical reaction Role: Scientist Audience: Teacher Situation: Use stoichiometry to determine the amount of product formed from the decomposition of baking soda. Product or Performance: Mass of product formed Standards for Success: See rubric




Suggested Resources

● Modern Chemistry by Holt, Rinehart and Winston1999 ● pHet Simulation: Reactants, Products, and Leftovers https://phet.colorado.edu/ ● Shared Science Folder on the New Milford High School J:// drive


Unit 8: Gas Laws



● HS-PS3-2. Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative positions of particles (objects).

● RST.3 Follow precisely a complex multi-step procedure when carrying out



experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.









● Basic principles of the Kinetic Molecular Theory govern the interactive relationship between energy and physical phase changes.

● How is the kinetic molecular theory used to explain the differences between solids, liquids, and gases?

● How are the gas laws used to relate temperature, pressure, volume, and mole quantities?


Students will know the following: ● The general properties of gases. ● Define pressure, know its SI unit, and convert between standard units of

pressure. ● What causes gas pressure in a closed container? ● The kinetic molecular theory states that gas particle are in constant random

motion, are relatively far apart, and have volumes that are negligible when compared with the total volume of a gas.

● Relate the kinetic molecular theory to the properties of an ideal gas. ● State Boyle’s law, and use it to solve problems involving pressure and volume. ● State Charles’s law, and use it to solve problems involving volume and

temperature. ● State Guy-Lussac’s law, and use it to solve problems involving pressure and

temperature. ● State Avogadro’s law, and explain its importance in determining the formulas of

chemical compounds. ● State problems using the ideal gas law. ● Differentiate ideal gas behavior from real gas behavior. ● Use reaction stoichiometry to solve gas stoichiometry problems.


Students will be able to do the following: ● What factors affect gas pressure? ● Convert various pressure units ● Use Boyle’s law to solve problems involving pressure and volume. ● Use Charles’s law to solve problems involving volume and temperature. ● Use Guy-Lussac’s law to solve problems involving pressure and temperature. ● Use the Ideal gas law to solve problems using pressure, volume, temperature

and moles of a gas

Character Attributes ● Courage ● Integrity


● Internet research ● Labpro ● Online applets


● Phenomenon: Hot air balloon ● Power point presentations with


do, You do) ● Classroom discussion


Worksheets ● Article: Hot Air Balloons: Gas and

Go by Claudia Vanderborght, Chem Matters Dec 2002

● Vernier Labs: Pressure-Temperature, Pressures-Volume, Volume-Temperature Relationships

● Vacuum Pump and other Demos ● Modern Marvels Under Pressure

Video






Goal: Create a Tissue Paper Hot Air Balloon Role: Builder and designer

● Formative assessments include o white boarding o exit tickets o quizzes o homework


Audience: Peers Situation: The students will design and construct a tissue paper hot air balloon Product or Performance: Students will launch the above hot air balloon; they will then create a lab report based on the kinetic molecular theory and the particular gas law used. Standards for Success: See rubric

o labs o activities



Suggested Resources ● Modern Chemistry by Holt, Rinehart and Winston1999 ● Modern Marvels Under Pressure, Season 18, Episode 14, History Channel; Jan 30, 2012. DVD ● Shared Science Folder on the New Milford High School J:// drive

NEW MILFORD PUBLIC SCHOOLS - PC\|MACimages.pcmac.org/Uploads/NewMilfordPS/NewMilfordPS/... · o...

Documents

Transcript of NEW MILFORD PUBLIC SCHOOLS - PC\|MACimages.pcmac.org/Uploads/NewMilfordPS/NewMilfordPS/... · o...